Factors Affecting Student Satisfaction In Different Learning Deliveries

Abstract

This study addressed the relationship between student satisfaction and four interaction variables-student-content, student-instructor, student-student, and studenttechnology-in online, blended, and traditional learning settings. Demographics, previous experience with the Internet, and discussion-board applications were also investigated.There were 916 respondents, including 185 in online settings, 90 in blended settings, and 641 in traditional settings, to Strachota's (2002) Online Satisfaction Survey.Participants took the survey either in an on-site classroom (traditional learning) or through e-mail, website link, or the Blackboard course management system (online setting). Participants in the blended setting could choose between completing the survey on-site or online, but were asked to respond only once.Distance learners were less satisfied with their interactions with content, instructors, and other students than were traditional learners, but more satisfied with technology. Technology orientation sessions and more interactive online programs, such as leading discussions, participating in a learning community, and receiving timely and detailed feedback, should be developed for quality interaction and satisfaction with instructors and learners in a virtual environment. What learners' and instructors'perspectives are and what content is optimal for learner satisfaction should be studied further. Future research could also determine which populations or characteristics are associated with difficulty in using computer technology and which instructional substitutions could be made for future technology novices to improve their satisfaction and completion. Blended learning with well-designed content and orientations has proven to be a good solution for improving student satisfaction with interaction in virtual environments. More research on student satisfaction with interactive variables should be conducted to enhance retention and performance. i ACKNOWLEDGEMENTS I appreciate

International Students’ Satisfaction

“…The findings above are in consonance with the research of Chang (2013), Chiu et al (2007) and Chen et al (2008). Chang (2013) and Chen et al (2008) expressed that students' satisfaction is dependent on the interaction between learners and teachers. As shown in Table 1, contact with teachers has a high satisfaction among students at mode of 4.…”

“…The manner in which a course is delivered has impact on students' satisfaction (Chang, 2013;Wilson, Cordry & King, 2004). Shea, Pickett and Pelz (2003) also asserted that the course delivery and course design have impact on the level of students' satisfaction.…”

What makes learners a good fit for hybrid learning? Learning competences as predictors of experience and satisfaction in hybrid learning space

“…It is plausible that hybrid learning satisfaction is affected by course content satisfaction given that students majoring in finance may be more satisfied with finance‐related course content than other students. Moreover, other studies also showed that students' majors play an important role in learning experience as well (Chang, 2011; Hsieh, 2014). Therefore, the present study suggests that if major is not a variable of interest, it must be experimentally controlled or at least statistically controlled as the present study did.…”

Regulating Indoor Environmental Quality (IEQ) Factors in Influencing Learning Satisfaction among Technical and Vocational Education and Training (TVET) Students

“…The results show that there is a relationship between physical environment factors and student learning satisfaction. Furthermore, according to Chang (2011), if students come across problems, they would also affect their satisfaction. Chokor (2015) viewed that thermal comfort and acoustic quality, and similar performance in lighting level, indoor air quality does affect the overall satisfaction on the facilities.…”